人教新目标(Go for it)版七年级下册 Unit 12 What did you do last weekend Section A 3a-3d 教案

Go For It 7B Unit 12 Section A 3a-15d
Analysis of teaching material What: This discourse is a daily dialogue between Paul and his classmate Lisa about their activities that they took part in last weekend. Why: Through Paul and Lisa’s conversation in real life situations, teachers can help students learn how to describe their weekend life from several dimensions. Meanwhile, by comparing the weekend arrangements of two characters, they can guide students to develop good living habits. How: This context is based on real conversations, Ss could consolidate and master the usage of past tense verbs, and understand how to use key sentences to ask and answer questions about weekends,such as “How was your last weekend””How interesting”. Certain vocabulary and sentence support can make it easier for Ss to apply it in life. It is meaningful educational and practical.
Teaching objectives By the end of the lesson, most students will be able to: Get to know specific information about Paul and Lisa’s last weekends. Based on this passage, students can learn how to ask special questions and make dialogues. Use the corresponding language expressions and try to make an interview about group members’ activities in last weekend. They can take those aspects learned in this class into account.
Teaching focus Listening: Try to understand the main idea and extract specific information of the story. Grammar: Know the rules of past tense transformation.
Anticipated difficulties Students may forget to use “did” when asking special questions in the past simple tense .
Teaching Objectives Teaching procedure(40min) Assessment
1.Get to know specific information about Paul and Lisa’s last weekends. (learning and understanding) Justification: Arouse Ss’ interest and help them review the past tense verbs; activate their prior schema and prepare them with certain theme and sentences 2.Based on this passage, students can learn how to ask special questions and make dialogues. (applying and practising) Justification: have a profound understanding of the topic; conduct independent inquiry learning about the grammatical rules; help the internalization of these key points 3.Use corresponding language expressions and try to make an interview about group members’ activities in last weekend. (transferring and innovating) Justification: form their own cognitive system and try to use certain language expressions to talk about weekend activities I.Lead-in(5min) Enjoy the song Yesterday Once More and guide students to pay attention to past tense verbs. Make students talk about their last weekend. II.Presentation(10min) 3. Listen to the recording and fill in the following worksheet. [Present the listening strategy of writing initial letters to them. ] 4.Listen the passage again and guide students to find whether two characters are satisfied with their last weekend. How was your weekend ---Great. Did you have a good weekend ---Yes, it was fun. How interesting!/ Yeah, it was fun. Play the game of “drum-and-pass” to practise. III.Practise(15min) 5.Guide students to find all the past tense verbs and teacher writes them on blackboard. Make students complete the passage of 3b. When checking answers, ask students to come out with their root forms. And guide them to work together and find the rules of (ir)regular transformation. 6.Think of two things you did last weekend and draw pictures of them, your classmates guess what you did. 7.Read the passage and teacher asks special questions about Paul and Lisa’s weekend(what, who, where) . Ask Ss to make sentences with deskmates. IV.Production(10min) 8.Ask Ss to retell the story by using the dimensions taught before. 9.Divide Ss into groups of four and have an interview about their last weekend activities. Ask them to use check-list when talking with each other. Lead-in Observe Ss’ performance when they see the lyrics and judge their mastery of past tense verbs. II.Presentation The observation of the key words that students write in the worksheet can be used to judge their comprehensiveness and accuracy of acquiring information from contexts. Observation of students’ performance when they are asked to find specific sentences in the passage can help them prepare for using them in real conversations. III.Practise Observation of students’ performance when teacher guides them to work out the grammatical rules can develop their ability of automatic learning, meanwhile deepen the understanding of transformation of (ir)regular verbs. IV.Production Observation of students’ performance that whether they can organize language from several aspects is indicative of their mastering of the context in real situations. Check-list help them conduct peer-evaluation and know standards of an effective conversation.
Homework Must-do: Write several activities you did last weekend. Optional: Interview your best friend and write a weekend journal for him including several details.
Blackboard design
Reflection In the design of this lesson, using activity-based learning approach, the teacher makes teaching plans that embody the thematic meaning, logical coherence, hierarchy and testability. First, the activity of intensive listening leads Ss into a concrete context, in which they can perceive and notice the information about narrators’ weekend. Secondly, teacher guides them to find out grammatical rules of past tense verbs and use them in a passage, thus developing their independent learning ability. Finally, Ss can retell the passage and have a group activity to consolidate what they have learnt, also guide them to develop good living habits. Ss can learn language in real situations.